Standard 1
Singing The student will develop the voice and body as instruments of musical expression.

Objective 1
Demonstrate ability to sing in tune on an assigned part, with expression, accuracy, and free from strain.

Sing a variety of many simple songs in tune, in a natural voice, free from strain. Include descants, counter melodies, rounds, call and response, and spoken/sung accompanying chants.

Use the speaking and singing voice in a creative way to characterize a chosen text; e.g., manipulate pitch, volume, tempo, timbre.

Evaluate group success in staying together, using clear enunciation, and singing in tune, expressively and in a natural voice free from strain. Strategy Example: Identify and utilize the indicated dynamics, phrasing, and tempo indications in the music.

Explain and demonstrate the difference between beat and rhythm with body movements and rhythm games.

Show changes in meter, melodic direction, dynamics (volume), timbre, tempo, rhythm, form, mood, and texture through body movement.Strategy Example: Use different energies, levels, shapes to reflect the mood; vary the number of dancers moving together and how they move to reflect the music textures of melody only (unison), melody with accompaniment (descants, chords, ostinato), and competing melodies (rounds, canons, partner songs). (See Dance Core.)

Objective 3
Discover how songs, singing games, and dances relate to various cultures in the history of the United States. (See Social Studies Core.)

Share songs, instruments, and music enjoyed by various cultures in the history of the United States.

Describe how music is used by cultures in U.S. history.

Play singing games, enjoy traditional folk dances, and patriotic songs that have originated in the cultures of the United States. Explain what they mean personally.

Standard 2
Playing The student will play instruments as a means of musical expression.

Objective 1
Discover and demonstrate sounds on simple instruments of the classroom and various cultures.

Demonstrate various timbres and effects of simple instruments.

Judge success in using proper playing and handling techniques on a variety of classroom instruments.

Add instrumental sounds to known songs of various cultures. (See Social Studies Core.)

Evaluate success in playing with a beautiful tone, starting and stopping together, keeping a steady beat, and at indicated volume and tempo on a variety of classroom instruments.

Judge success in playing simple melodies on the recorder or keyboard by rote and/or note reading.

Rate success in playing even, dotted, and syncopated rhythm/melody patterns in echo to the teacher.

Determine success in playing with a sense of the texture.Strategy Example: Identify the texture of the music and the part of that texture represented by each part. Identify part to be played. Play accompaniment without covering up the melody. Lead out with strength when playing the melody. Play with equal strength when performing part of a canon, round, etc.

Standard 3
Creating The student will create music through improvising, arranging, and composing.

Objective 1
Create original music and add expression and texture to existing music.

Improvise simple rhythm and/or melody patterns to echo back and forth, and manipulate in a variety of ways to effect different textures, first with the voice and then with found sounds or instruments.

Improvise a soundtrack for a story and/or a poem. Strategy Example: Consider effects with various dynamics, timbre, pitch, texture, and tempo. Plan, practice, and perform it for classmates.

Create together a new song and/or a new chant ("rap"). Strategy Example: As a class, choose the subject, compose the verse, and consider using some of the simple improvised rhythm/melody patterns created together above. Consider texture choices: single melodic line, melody with accompaniment, or a competing melody (round/canon/partner song). Decide what form, dynamics, timbres, and tempo to use. Plan, practice, and perform it for each other. Record it.

Build and demonstrate a simple folk instrument to provide sound effects for any of the above projects.

Compare and contrast creating texture in music with creating texture in other things; e.g., visual arts, dance, drama, literature.

Exhibit through music an appreciation for the subtle beauties inherent in everyday life.Strategy Example: Select and express through music an idea, thought, or feeling found in the world; e.g., nature, dance, a picture, a movie, a story, real life.

Examine personal success and the achievement of others in the following: stage presence; watching the conductor; keeping a steady beat; singing in a voice free from strain; using proper playing and handling techniques of instruments; performing correct volume, pitch, and rhythm; starting and stopping together.

Formulate suggestions for improvement in musical performances referring to the skills listed above.

Plan, practice, self-assess, refine, present, and reflect on a simple performance that demonstrates all of the skills learned in each of the standards.Strategy Example: Use this as the culminating activity for the last six weeks of each semester. Create together a program which combines and showcases the skills and knowledge gained in music, art, dance, drama, history, etc.

Objective 2
Perceive and respond to the messages in music and the use of music elements.

Explain, demonstrate, and judge own ability to exhibit appropriate audience etiquette according to type of musical performance. (See Theatre Core.)

Explain how the music can communicate a certain meaning or serve a specific purpose. Strategy Example: Describe what the music makes one think about or what it is saying personally. As a class, construct possible meanings or purposes of the music. Determine how varying textures are used in music to express ideas, feelings, and story lines, etc.

Identify and describe the textures used in familiar songs and listening selections.

Texture Examples:

Unison (melody only):

Amazing Grace, any unaccompanied song

Melody with accompaniment:

Cielito Lindo—chordal accompaniment

Tell Me Why—harmony part

The Water Is Wide—harmony part

Rock-a My Soul—ostinato

Streets of Laredo—descant

Stars and Stripes Forever—descant

Competing melodies:

One Bottle of Pop—partner song

Inchworm—partner song

Make New Friends—round

My Home's in Montana—partner song

Identify by sight and sound and categorize into instrument families the English horn, bass clarinet, saxophone, sousaphone, harp, and piccolo.

Identify and describe the differences between a band and an orchestra, the vocal timbres of soprano, alto, tenor, bass, quartet, and the instrumental timbres of the English horn, bass clarinet, saxophones, sousaphone, harp, piccolo, and categorize in timbral families.

Demonstrate familiarity with suggested listening selections. Strategy Example: Identify the piece on hearing the music by telling a story connected with the writing of the piece and/or naming the title or composer. After being told the composer/title, hum the tune, tap the rhythm, or describe the music in terms of pitch, volume, tempo, and timbre.

Summarize personal preferences in music selections according to their excellence of performance, meaning/purpose, and use of music elements.

These particular masterworks are chosen for their appeal, their potential in demonstrating different music elements, and their suitability to this grade level. There are many other selections which could be substituted and/or added to the list. Consider equally powerful works from the various "non-Western" cultures of the world.